HAVE YOU SEEN …?
Professor Nashwa George
Montclair State University
1. TITLE: Using Stories to Teach Business Ethics-Developing Character
through Examples of Admirable Actions
AUTHOR(S): Charles E. Watson
SOURCE: May 2003. Teaching Business Ethics 7 (2): 93-105
ABSTRACT: People have long recognized that knowing and doing are vastly
different. A person might be skilled in abstract moral reasoning and do it
brilliantly in a classroom setting, but act despicably in everyday matters.
Instructing students in ethical principles and moral reasoning skills is one
thing. Increasing their desires to act ethically and to behave in admirable
ways is something else. This paper advocates an ancient method of moral
education that contemporary methods overshadow: the telling of stories.
Examples of people acting ethically, behaving heroically in a sea of
temptations, show young minds what ideals look like in practice, and encourage
these learners to act admirably themselves. Anecdotes of moral truths in action
appeal to the mind and the heart, instructing the intellect, and increasing the
desire to emulate what civilization has come to honor as right and good.
2. TITLE: Skinner's Naturalism as a Paradigm for Teaching Business
Ethics: A Discussion from Tourism
AUTHOR(S): H. Ruhi Yaman
SOURCE: May 2003. Teaching Business Ethics 7 (2): 107-122
ABSTRACT: This paper introduces for discussion a paradigm for teaching
ethics in business courses based on the system known as naturalistic ethics. A
form of naturalistic ethics based on the value system proposed by B. F. Skinner
is suggested as a framework suitable for the multifaceted, cross-cultural, and
global nature of the modern corporation. The relevant literature on tourism and
hospitality ethics and the more recent studies on business ethics education are
reviewed. An interpretation of Skinner's system is given, and its suitability
as a framework for ethics education in business courses is addressed.
3. TITLE: Evaluating Risk in Business Ethics Case Studies
AUTHOR(S): R. Maundrell
SOURCE: May 2003. Teaching Business Ethics 7 (2): 171-178
ABSTRACT: Business management often involves decisions about risks to
human health and such cases tend to be central to business ethics courses. Over
the last two decades much development has taken place in the science of risk
analysis and lessons have emerged from this work that will make a useful
addition to the ethical evaluation of case study material in a business ethics
courses.
In particular, students need to be familiarized with and made cautious of the
notion of acceptable risk.
4. TITLE: Beyond "Lesson Study": Comparing Two Ways of
Facilitating the Grasp of Some Economic Concepts
AUTHOR(S): Ming Fai Pang
SOURCE: May 2003. Instructional Science 31 (3): 175-194
ABSTRACT: During three discussion sessions, two groups of five teachers
each developed a shared lesson plan, one for each group, for the teaching of a
difficult economic concept, the incidence of a sales tax. In one of the groups
(the lesson study group), the lesson plan was based on the pool of the
participants' experience and intuition in accordance with the Japanese
"lesson study." In the other group (the learning study group), the
lesson plan was based on the participants' experience and intuition as made
sense of in terms of a learning theory introduced by a researcher in accordance
with the idea of "the learning study," in which the Japanese lesson
study is combined with a "design experiment." The students'
understanding was probed after the series of lessons. In the classes of the
lesson study group, fewer than 30 percent of the students developed a good
grasp of the concept, compared to over 70 percent of the students in the
learning study group. The differences in learning outcomes are interpreted in
the light of observed differences in how the concept was dealt with in the
different classrooms.
5. TITLE: Formative Assessment in Higher Education: Moves toward Theory
and the Enhancement of Pedagogic Practice
AUTHOR(S): Mantz Yorke
SOURCE: June 2003. Higher Education 45 (4): 477-501
ABSTRACT: The importance of formative assessment in student learning is
generally acknowledged, but it is not well understood across higher education.
The identification of some key features of formative assessment opens the way
for a discussion of theory. It is argued that there is a need for further
theoretical development in respect of formative assessment, which needs to take
account of disciplinary epistemology, theories of intellectual and moral
development, students' stages of intellectual development, and the psychology
of giving and receiving feedback. A sketch is offered of the direction that
this development might take. It is noted that formative assessment may be
either constructive or inhibitory towards learning. Suggestions are made
regarding research into formative assessment, and how research might contribute
to the development of pedagogic practice.
6. TITLE: Researching the Scholarship of Teaching and Learning: An
Analysis of Current Curriculum Practices
AUTHOR(S): Scott A. Cottrell and Elizabeth A. Jones
SOURCE: Spring 2003. Innovative Higher Education 27 (3): 169-181
ABSTRACT: The purpose of this study was to analyze how instructors
designed courses for scholarship of teaching and learning initiatives. The case
studies and qualitative analyses of the data revealed that some instructors are
approaching teaching as an investigative process. Informed by multiple
assessment methods, the participating instructors explored how changes in
course designs can improve student learning and development. The results of
this study illustrate that these instructors reflected on their course designs
and emphasized the quality of student learning and its improvement, which helps
to address the public's expectations of higher education institutions as
centers of academic excellence.
7. TITLE: Moderating Effects of Achievement Striving and Situational
Optimism on the Relationship between Ability and Performance Outcomes of
College Students
AUTHOR(S): Sarath A. Nonis and David Wright
SOURCE: June 2003. Research in Higher Education 44 (3): 327-346
ABSTRACT: Student performance has become an increasingly important topic
in higher education as it relates to retention and graduation rates and as
university administrators place emphasis on performance as the basis for
budgeting. The purpose of this research was to determine to what extent
students' ability, achievement striving, and situational optimism influence
performance outcomes, and to investigate the interactive effects of ability and
achievement striving as well as ability and situational optimism on student
performance outcomes. Study results and implications for institute of higher
education and classroom instructions are also discussed.
8. TITLE: An Academic Curriculum Proposal
AUTHOR(S): Anil Arya, John C Fellingham, and Douglas A Schroeder
SOURCE: February 2003. Issues in Accounting Education 18 (1):
29-35
ABSTRACT: Accounting is a scholarly academic discipline. As such, the
goal for participants is to engage in a fruitful, scholarly dialogue, not only
with colleagues in Accounting, but throughout the Business School, and with
scholars in many disciplines across the University. Curriculum topics with two
attributes are identified: (1) they possess scholarly rigor, and (2) they are
such that the comparative advantage of accounting scholars can be exploited.
Two general topics that appear to meet these criteria are double-entry
mechanics and information. Some courses to try are: (1) Double-Entry Accounting
Structure, (2) Uncertainty, Risk and Control System Design, (3) National Income
Accounting, (4) Information Theory, Coding Theory, and Accounting, (5)
Mathematics for Accountants, and (6) Capstone courses.
9. TITLE: Association for Integrity in Accounting Enters the Discussion
of Accounting Reforms
AUTHOR(S): Paul F. Williams
SOURCE: April 2003. The CPA Journal 73 (4): 14-15
ABSTRACT: Accounting is no longer described as a profession, but as an
industry. The behavior of the most public of public accountants has taken
something important from all accountants: the assurance that practicing or
teaching others to practice accounting is an honorable way to spend one's life.
The Association for Integrity in Accounting has identified four goals as its
initial focus: (1) to watch the watchdogs, (2) to contribute to restoring
professional independence, (3) to work toward ensuring corporate accountability
and disclosure, and (4) to redeem accounting education. The AIA intends to
begin a serious public discussion about what is missing from the accounting
curriculum and its scholarly agenda.
10. TITLE: Do the Right Thing: The "Research" Curriculum
AUTHOR(S): Gary M. Entwistle
SOURCE: February 2003. Issues in Accounting Education 18 (1):
25-27
ABSTRACT: If embraced, the idea of designing the undergraduate
curriculum around working papers and journal articles would fundamentally
transform the traditional undergraduate accounting curriculum. It is within
these materials where the true intellectual inquiry in accounting takes place.
This idea would reinvigorate accounting scholarship. Things to consider are:
(1) What would the employers say? (2) What would the administrators think? (3)
What would the publishers think? (4) What would students think? (5)What would
the academic colleagues within and outside the business school think? (6)What
would the accounting faculty think of making the undergraduate accounting
program more academic? (7) What would society say of an undergraduate
accounting curriculum oriented around academic research?
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